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Design of Reusable Multimedia Resources to
Deepen Information Literacy
North Carolina State University Libraries
Kim DuckettPrincipal Librarian for Digital Technologies & Learning
Hyun-Duck Chung, NCSU Libraries Fellow
Research & Instruction Services, Digital Publishing
Why are we here?
• Background: Information Literacy & Libraries• NCSU E-Learning Resources Initiative• Leveraging instructional design practice:
– Peer Review in Five Minutes
• Feedback and questions
Who Are You?
• Librarian• Instructor• Instructional designer• Instructional technologist• Combination• Other
Information Literacy
“Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Association of College and Research Libraries (2000)
Information Literacy Competency Standards for Higher Education. Chicago,
Association of College and Research Libraries. (online)
Info Lit and Libraries
• Collaborate with faculty for instructional support• Course integrated instruction• Curriculum integrated instruction• Credit courses• Tutorials
NCSU Libraries’ E-Learning Resources Initiative
& the Invisible Web
What’s a primary source?
in history? in science?
Why Context?
“Before we train students to use search tools, before we send them to books, periodicals, or websites, we need to teach them about information. What is it? How is it created? Where is it stored?”
Swanson, T. (2004). A radical step: Implementing a critical information literacy model. Portal, 4(2), 259-273.
Why Context?
“Because tools and the way they are used reflect the particular accumulated insights of communities, it is not possible to use a tool appropriately without understanding the community or culture in which it is used.”
Brown, J., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(32), 32-42.
Goals
Goals
• Explore context as a dimension in library instruction
Goals
• Explore context as a dimension in library instruction
• Identify and probe gaps in instructional needs
Goals
• Explore context as a dimension in library instruction
• Identify and probe gaps in instructional needs• Spark conversation rather than show-and-tell
Goals
• Explore context as a dimension in library instruction
• Identify and probe gaps in instructional needs• Spark conversation rather than show-and-tell• Experiment with new packaging for instructional
content
Goals
• Explore context as a dimension in library instruction
• Identify and probe gaps in instructional needs• Spark conversation rather than show-and-tell• Experiment with new packaging for instructional
content• Test out instructional design models
Goals
• Explore context as a dimension in library instruction
• Identify and probe gaps in instructional needs• Spark conversation rather than show-and-tell• Experiment with new packaging for instructional
content• Test out instructional design models• Strive for scalability and reusability
For Example…
The Problem ?
“I need a peer review article…”
The Response
• Opportunity for e-learning resource initiative?
• Develop an instructional aid • Promote library services for students and faculty• Demonstrate practical model of module
development
The Approach
• Analyze
• Design
• Develop
• Implement
• Evaluate
ACADEMICLIBRARIES
Analyze
• Limitations of Existing Modules
Analyze
• Engaging Faculty Instructors:
Sociology WritingScience Political Science
Design
• Elements of Design: 1. Scope
2. Learning Objectives
3. Generic Content + Customized Delivery
…specific to a particular discipline…
…‘how to’ conduct peer review for graduate students
Scope: ‘Peer Review’ as…
…a form of expertise…
…quality control…
…a technical skill…
…controversial or debatable aspects of…
…a process…
a general overview for
early undergraduate
students
Learning objective 1:
Provide an overview of the peer review process
Learning objective 2:
Peer reviewed articles are different…
Learning objective 3:
Peer review & what happens on college campuses
Learning objective 4:
For more help…
Generic Video ContentCustomDelivery
Develop
Script
Brainstorm graphical concepts
Collect images & create graphics*
Create audio clips
Integrate AV components*
Prototype
Feedback/Revise
Captioning
Mount online
Write metadata
Broader distributionunder Creative
Commons License
Implement
• Ask faculty to incorporate into courseware or instruction
• Use in library instruction
• Link to course pages, library subject/instruction guides
• Deposit in learning object repositories
Evaluate
• Assess impact on student learning
• Calculate costs involved
Was it worth it?Are there better ways?
Share your ideas with us!
• How do you use (or create) learning modules in your instruction?
• Do they discuss context? Or ‘how to’ aspects?• Where does “context” fit into library instruction or
information literacy?• What benefits or challenges do you see in our
approach?• Does anyone have ideas about assessing return on
investment?
